Degree and Program Name: SPECIAL EDUCATION-UNDERGRADUATE

STUDENT LEARNING ASSESSMENT PROGRAM

SUMMARY FORM AY 2012-2014

Degree and Program Name: SPECIAL EDUCATION-UNDERGRADUATE

Submitted By:Kathlene S. Shank, Chair

PART ONE

What Are the Learning Objectives? / How, Where, & When Are They Assessed? / What Are the Expectations? / What Are the Results? / Committee/Person Responsible? How Will the Results Be Used?
1. Major will have an appropriate knowledge base specific to students with disabilities.
Majors will have the skills to establish environments which provide for the academic development of all learners. Majors upon program completion meet the following outcomes:
Students:
(2)Design instruction to promote healthy self-concept.
(5)Demonstrate sensitivity
to students’ feelings.
(8)Strive to develop student
moral and ethical
behaviors.
(9)Develop a desire for
lifelong learning.
(12)Provide for the
Uniquenessof the
individuals. / Capstone Knowledge base course: SPE 4900. Capstone Practica: SPE 4901. / Majors enrolled in 4900/4901 will meet performanceexpectations (earn a C) or exceed expectations (earn B or A). / SPE4900 Fall 2013:
1 of 32 earned A's
29of 32 earned B’s
2 of 32 earned C’s
Class average GPA was 2.97.
SPE4901 Fall 2013:
18 of 32 earned A's
13 of 32 earned B’s
1of 32 earned anF.
Class average GPA was 3.47.
SPE4900 Spring2013:
17 of 26earned B's
8of 26 earned C’s
1 of 26 earned a D
Class average GPA was 2.62.
SPE4901 Spring 2013:
9of 26 earned A's
14of 26earned B’s
2of 26 earned C’s
1 of 26 earned a D
Class average GPA was 3.19.
SPE4900 Fall 2012:
5 of 35 earned A's
25 of 35 earned B’s
5of 35 earned C’s
Class average GPA was 3.0.
SPE4901 Fall 2012:
16 of 34 earned A's
17 of 34 earned B’s
1 of 34 earned C’s
Class average GPA was 3.44.
SPE4900 Spring 2012:
26 of 39 earned B’s
13 of 39earnedC’s
Class average GPA was 2.67.
SPE4901 Spring 2012:
14of 38 earned A's
19of 38 earned B’s
5of 38 earned C’s
Class average GPA was 3.24. / Department faculty analyze grades by course, not section, across semesters each semester. The DCC monitors to assure grades in 4900/4901 are tied to performance objectives, that rubrics are used for assignments and projects, and that grades are criterion referenced. Data is used to assess candidate performance and program improvement.
Chair/DCC/Instructors of 4900/4901 are responsible.
2. Majors will have the appropriate knowledge base relative to diverse strategies to teach learners with disabilities.
Majors will have the skills to establish environments to enhance learners with mild disabilities academic achievement. Majors upon program completion meet the following objectives:
(1)Design instruction to utilize the cognitive process.
(3)Achieve learning outcomes.
(4)Decide what will be
learned.
(6)Emphasizes higher-order critical thinking skills.
(7)Optimize academically engaged time.
(11)Utilize concepts of measurement and
assessment.
(19)Utilizes technology. / Capstone Knowledge base course: SPE 4900. Capstone Practica: SPE 4901.
“Teacher Graduate Assessment Survey” after program completion. / Majors enrolled in 4900/4901 will meet performanceexpectations (earn a C or better) or exceed performance expectations (earned A or B).
Majors will pass the State of Illinois LBS I content test.
“Teacher Graduate Assessment” will reflect EIU Special Education graduates’ perceptions of program are strong. / See #1 above
Summary Pass Rate for on campus program completers on the LBS I State TestApril2012 through April2014: 100% pass rate. On the State Early Childhood Special Education test, the pass rate was 100%.
The “Teacher Graduate Assessment Survey” conducted by the Illinois Association of Deans of Public Colleges of Education reflects the survey responses of EIU Special Education undergraduate program completers, 2010-2012.
In response to the survey question “Indicate the extent to which you are prepared to manage the learning environment” 19 of 20 of the 2010-2011 Special Education graduates said they were “extremely prepared or “mostly prepared”; 1 said “somewhat” prepared”; and none said “not prepared”.
8 of 8 Special Education 2011-2012 graduates responded “mostly prepared” or “extremely prepared”.
In response to how well graduates perceived they were prepared to make accommodation for students with exceptionalities 19 of 20said “extremely prepared” or “mostly prepared” and 1 of 20 of the 2010-2011 Special Education graduates said “somewhat prepared.”
8 of 8 2011-2012 graduates said “mostly” or “extremely prepared”. / Committee/Person Responsible:
Chair and 4900/4901 Instructors
Chair and DCC will analyze grades earned (not by section but by course) in 4900/4901; See #1.
Chair and faculty scrutinize licensure test results by subarea receiving summary of each test administration results.
Illinois Deanscollect surveys
Special Education Chair and facultyanalyze data reflecting survey results.
3. Majors will have an appropriate knowledge base relative to diversity in society and across and among communities. Majors will have the skills to establish effective educational environments in schools and communities.
Majors upon program completion meet 19 Outcomes including the following outcomes:
(13)Performs successfully
within contexts of schools
and community.
(14)Models appropriate professional behavior. / A portfolio is submitted prior to student teaching. Artifacts in portfolio are completed in required special education major courses.
“Teacher Graduate Assessment Survey” after program completion. / Artifacts included in portfolio must meet or exceed departmentfaculty expectation of acceptability and must be included in the portfolio submitted prior to student teaching.
Graduates and supervisors of graduates will perceive graduates are prepared to manage learning environment and be an effective teacher. / See “Portfolio Summary Chart.”
27 of 28 supervisors of the 2010-2011 Special Education graduates indicated that “special education” teachersthey supervised were “extremely well prepared” to manage the learning environment or “mostly prepared”; 1 of 28 said “somewhat prepared”; and 0 of 28 said “not prepared”.
The supervisors of the 2011-2012 Special Education majors responded that 14 of 15 were “extremely” or “mostly prepared” and 1 was rated as “somewhat prepared”.
27 of 28 supervisors who responded to the survey said EIU special education 2010-2011 teachers they supervised were “extremely well prepared”; or “mostly”; 1 said “somewhat”; and none responded “not at all prepared”.
The 15 supervisors responding in 2011-2012 reflected that 13 of 15 Special Education majors were “mostly” or “extremely” well prepared with 2 of 15 being considered “somewhat prepared”. / Student course products must meet or exceed the CEC national standards. As one criterion for approval of a given student to be allowed to Student Teach in Special Education, the portfolio must also be submitted and be rated as “acceptable.” Each artifact must be “acceptable”before candidate is approved to student teach.
Illinois Deans conduct survey
Special Education Chair and faculty analyze results.
4. Majors will have a Special Education knowledge base sufficient to be an effective entry-level teacher.
Program completers will have demonstrated professional subject area knowledge and skills, including, but not limited to, having demonstrated the following outcomes:
(10)Good communication skills.
(15)Mastery of basic skills in language arts and mathematics.
(16)Knowledge of facts and understanding of
relationships among the
various knowledge
domains.
(17)Mastery of the structure of
the disciplines selected for specialization.
(18)Knowledge of past and
present issues in the field of Education. / Illinois Licensure Tests/Test of Academic Proficiency / See #2 above / See #2 above / See #2 above
5. Program completers will demonstrate basic skills: writing, reading, and math. / “Teacher Graduate Assessment Survey” after program completion.
Test of Academic Proficiency or ACT of 22 or higher with writing. / See #3 above
Majors will pass the Test of Academic Proficiency or have an ACT of 22 or higher with writing in order to commence licensure course sequence. / See #3 above
100% of majors/program completers 12-14passed the Test of Academic Proficiency (TAP) or had an ACT of 22 or higher with writing.No one cancomplete the course sequence beyond the 5 semester hour introductory courses of SPE 2000/3000 unless this requirement is met. / Illinois Deans
Results reviewed by Chair and Special Education faculty
Licensure is not possible without successful completion of the TAP or meeting the ACT score level.
6. Program completers will have demonstrated they have met the following University Learning Goals: Writing and Critical Reading; Critical Thinking; Responsible Citizenship, Speaking and Listening, and Quantitative Reasoning. / Effective Writing -
Successful completion of three courses which focus on effective written communication: English 1001, 1002, and 3001.
Effective Writing -
Demonstration of an average rating of 2.50 or higher on the EWP.
Effective Writing -
Demonstration of effective written language and professional writingon all required assessment products. Candidate writing will be organized, focused, and cohesive reflecting appropriate vocabulary, mechanics, grammar, and sentence structure.
Critical Reading -
Test of Academic Proficiency or ACT of 22 or higher with writing.
Critical Thinking -
Demonstration of critical thinking as measured by the Watson – Glaser.
Critical Thinking -
Demonstration of critical thinking and reflective professional practice.
Critical Thinking -
Demonstrate critical and reflective thinking in “Reflective Journal.” Reflective Journal is done across the SPE 4901 capstone field experience.
Responsible Citizenship -
Demonstration of knowledge and skills in EDF 2555 and STG 4000pre-requisite to becoming a global citizen.
Responsible Citizenship -
Demonstrations of teaching strategies in student teaching that reflect understanding of pluralism,an important aspect of global citizenship.
Responsible Citizenship -
Candidates completing “Integrative Learning” survey will perceive a “sense of social responsibility and actions.” / Majors earn a “C” or better in ENG 1001,1002, 3001, and candidates demonstrate writing for specific purpose and audiences; writing is organized, focused, and cohesive.
Candidates will earn a 2.5 or higher averagerating on the EWP.
Each of the required programming products is assessed specific to candidate writing competency. See product charts.
Candidates will meet or exceed standards overall by earning a 3.0 or higher rating for the area “Writing Competence” across performance assessments.
Majors will pass the TAP or have an ACT of 22 or higher with writing in order to commence licensure course sequence. The TAP and ACT both have a significant sub area test requiring “Critical Reading”. Tests require understanding, analyzing, and synthesizing complex textual sources.
Candidates will meet or exceed college average on theWatson-Glaser.
Candidates will demonstrate in theirrole as a student teacher “reflective practice.”
Overall in the “reflective journal” candidates willdemonstrate professional “critical and reflective thinking” with ratings of 3.0 (meets expectations) or higher.
Candidates will earn a “C” or better in EDF 2555, “Diversity ofSchools and Societies: School and Global Perspective”, and a “credit” in STG 4000, “Multicultural/Disabilities Practicum”.
On the “Teacher Graduate Assessment Survey”, supervisors will indicate thatcandidates are prepared to work with students with varying cultural identities and backgrounds.
Candidates will perceive that their knowledge base andeducational experiences have had a moderately high to high impact on their “sense of social responsibilities and actions.” / All majors 2012-2014 earned a “C”or better in English 1001 and 1002, meeting the requirement to enter the professional special education course sequence, commencing with SPE 3200/3201.
All majors earned a “C” or better in English 3001 prior to graduation.
On the EWP Special Education majorsearned an average rating of 3.45 in AY12; 3.22 summer 2011, 3.48 fall 2011; 3.46 spring 2012. In comparison, the average EWP scores across all EIU submissions AY 12 was 3.36.
EWP average rating for special education majors AY13 was 3.48. Summer 2012 the Special Education EWP average rating was 3.72; Fall 2012 it was 3.43; and spring 2013 it was 3.50. The University EWP average rating AY13 was 3.38.
Each rubric for each performance assessment has a component specific to candidatedemonstrated “writing competency.” The “Writing Competency” component includes assessment of “form,” “organization.” “style,” “development,” and “mechanics.” Each candidate is given an overall rating for “writing competency” of “Consistently Exceeds Standards” (5.0), “Exceeds Some Standards,” (4.0), “Meets All Standards” (3.0), “Inconsistently Meets Standards,” (2.0), or “Does not Meet Standards” (1.0).
Across performance assessments AY 2012-2013 and fall 2013 97% of candidates earned a 3.0, “Meets All Standards,” or higher ratingspecific to overall “writing competence”.
100% of majors passed the TAP or had a minimum of a 22 ACT score with writing; no one can complete the course sequence beyond the 5 semester hour introductory courses of SPE 2000/3000 unless this test is passed.
On the Watson-Glaser, Special Education majors’mean average AY12was 24.17. The College average was 23.93.
In AY13 – the Special Education average was 24.36. The college average was 23.64.
Deans’ Survey results reflect that 2010-2011 supervisors said “Special Education” student teachers demonstrated “reflective thinking” and evaluating their own choices and actions” as a teacher most or all the time.Only 1 of 28 said “does not practice at all”.
In 2011-2012 12 of 14 responded most or all with listening “some” and 1 “not at all”.
The “Reflective Journal” overall rating for 92candidates fall 2012/spring 2013 and fall 2013 was a mean of 4.43 on a 5.00 scale.
All 2011-2013 candidates prior tolicensure for graduation have earned a “C” or better in EDF 2555 and credit for STG4000.
Earning a “C” or better in EDF 2555 and credit in STG 4000 require completion of assignments focused on diversity, including geographic, ethic, cultural and linguistic diversity.
25 of 25 supervisors responding to the Deans’ Survey said “Special Education majors 2010-2011 were somewhat, mostly, or extremely prepared and used multicultural, appropriate strategies.
Specific to 2011-2012 Special Education majors 14 of 15 supervisors responded Special Education graduates were somewhat, mostly, or extremely prepared. 1 said “not at all”.
On a scale of 1-3 with 3.0 being high impact, candidates fall 2012 mean rating of 2.91 reflects “high” impact. Fall 2013 candidates’ mean was 2.94. / Chair/Office Staff/Candidate Advisor
CASA/Chair
Faculty/Chair
Licensure is not possible without successful completion of this test.
CASA/CHAIR
Illinois Deans’ collectsurvey
Chair and faculty analyze results.
Supervisors SPE 4901 capstone field experience and the Chair. Chair and faculty annually review all data suchas this across the 14 performance assessments incorporated across the required special education course sequence.
Chair Special Education and Advisors.
Candidates earning less than a “C” are notified in writing and by advisor that course must be repeated and a “C” or better must be earned.
Committee
Illinois Deans’ collect data
Chair and Special Education faculty analyze the data.
Chair and faculty
What Are the Learning Objectives? / How, Where, & When Are They Assessed? / What Are the Expectations? / What Are the Results? / Committee/Person Responsible? How Will the Results Be Used?
Speaking-
Successful completion of CMN 1310 which focuses on effective oral communication and average or higher ratings on speeches given in CMN 1310 and senior seminar. / Majors earn a “C” or better in CMN 1310 and have average or higher speaking scores in CMN 1310 and senior seminar. / All majors 2012-2014 earned a “C” or better in CMN 1310, meeting the requirement to enter the professional special education course sequence, commencing with SPE 3200/3201.
The average speaking scores for Special Education majors as provided by CASA in AY12 was 3.16 for freshmen in CMN 1310 and 3.66 in Senior Seminars. For CMN all EIU freshmen the average speaking score was 3.11 and for seniors it was 3.54.
In AY13 the average speaking scores for freshmen Special Education majors in CMN was 3.38 and for Special Education majors as seniors in senior seminar the average speaking score was 3.57. Comparatively for all EIU students the freshmen AY13 average was 3.15 and the senior seminar average was 3.61. / Chair/Office Staff/Candidate Advisor.
Candidate Advisor
CASA
Listening-
Candidates demonstrate using active and critical listening skills to understand and evaluate oral communication in SPE 4600, “Eligibility Role Play”. / Candidates will meet (3.0) or exceed meeting “Standards” (4.0 – 5.0) specific to “verbal and non-verbal” behaviors comments, collaboration, affirmation, engagement of colleagues and family members. Affirmation and engagement reflect active and critical listening. / Fall 2012 performance data for “Eligibility Role Play” reflects that 96.3% (26 of 27) exceeded standards (4.0 – 5.0) and 3.7% (1 of 27) met standards (3.0) with a mean of 4.63.
Spring 2013, 93.3% (14 of 16) exceeded standards (4.0 – 5.0) and 6.7% (2 of 16) inconsistently met standards (2.0) with a mean of 4.40.
Fall 2013, 100% (26 of 26) exceeded standards (4.0 – 5.0) with a mean performance of 4.74 on a 5.0 scale. / Faculty Chair
Quantitative Reasoning –
ACT of 22 or higher with writing or passing state of Illinois Test of Academic Proficiency (TAP).
Quantitative Reasoning –
“Quantitative Reasoning” is inherently required in the collection and use of data for purposes of instructional planning. Assessment skills which includes use of data from multiple sources is assessed across the special education program; including the FBA in SPE 3600 and the SPE 4800 “Assessment Summary Report”. / Majors will pass TAP or have an ACT of 22 or higher with writing in order to commence licensure course sequence. The TAP and ACT both have a significant sub area test that assesses performing basic calculations and measurements; applying qualitative methods; and reading interpreting, and constructing tables, graphs and charts.
Candidates are expected to demonstrate data collection skills using multiple data sources in planning and instructional decision making. Candidates are expected to demonstrate use of technology to collect and analyze assessment data.
The expectation is all candidates will meet (3.0) or exceed standards (4.0 – 5.0) across rubric components addressing skills of “quantitative reasoning” in development of FBA and ASR. / 100% of majors passed the TAP or had a minimum of a 22 ACT with writing; no one can complete the course sequence beyond the 5 semester hour introductory courses of SPE 2000/3000 unless this test is passed.
100% of candidates across fall 2012, spring 2013, and fall 2013 met or exceeded standards in generation of data, use of data, and use of technology to generate analyze and depict data in development of FBA (Functional Behavior Assessment).
98% of candidates (96 of 98) across fall 2012, spring 2013, and fall 2013 met or exceeded standards in development of the “Assessment Summary Report” (ASR).
100% (98 of 98) across the 3 semesters demonstrated use of technology in collecting, making tables, and analyzing data in completion of ASR at the meets (3.0) or exceeds standards level (4.0 – 5.0) of performance. / Licensure is not possible without successfully meeting this requirement.
Faculty/Chair
OUTCOME MEASURE:
ASSESSMENT
Goals/Objectives / Assessment Used: / Summary: Strengths/Needs Based on Outcome Measures / Improvements/Changes Planned Based on Outcome Measures
1.Design instruction to develop
and utilize the cognitive processes by which pupils learn. / Lesson Plan
Student Teaching Evaluation / 100% of all lesson plans implemented in SPE 4901 fall 2012, spring 2013, and fall 2013 demonstrate candidates met or exceed instructional design and planning CEC standards. (3.0 or higher); mean across the three semesters was 4.18.
Student Teaching Evaluation data reflect candidates demonstrate this skill in their student teaching semester; see data charts/graphs included with this report.